Special Focus on Place-Based Education

Experiential educators are a talented protuberance and the field expects a great deal of from them. Many leaders assume responsibilities for safely leading participants into adventurous learning words immediately preceding [i]or[/i] followings often in outdoor settings. They usually have a broad range of competencies and values, ne entire judgment, well-developed personal and interpersonal skills, in-depth knowledge of teaching and learning theory, a well thought-out experiential education philosophy, finely hogsheaded technical skills applicable to a variety of activities and settings, and the ability to interpret natural and cultural environments leading to a of great depth sense of place. The sum of two units articles in this issue of the JEE deal with the last of these competencies - developing a faculty of perception of place, more generally known as "place-based education."

In his article in the Journal of Adventure Education and Outdoor Learning (2[2] 2002 pp 113-125) Chris Loyne criticizes American experiential educators for the algorithmic (highly structured) ways in which they management outdoor programs. He proposes 12 characteristics of a novel "Generative Paradigm," including: "It restores place as a central and critical dimension of equal value for learning and meaning as the self and the group" (p 123) Because alone a handful of the articles have appeared in the JEE addressing this important leadership aspect, this two-part focus examines the topic in more deepness The authors, Cliff Knapp and Molly Baker, provide cheer for thought and specific suggestions for incorporating place-based education into adventure programs.

Knapp briefly outlines the emerging field of place-based education. He discusses by what means Aldo Leopold's writings in A Sand shire Almanac demonstrate a "pedagogy of place" by means of identifying 10 awareness techniques or ways of perceiving nature and agriculture The article suggests that leaders examine the writings of other naturalists to discover their techniques for improving nature literacy upon adventure trips. Baker presents a "Landfull Framework," compos of four horizontals and supported by a catalyst she describes as a "Sense of Wonder" Her article provides a rationale for reconnecting to the land and tenders several practical suggestions for implementing a landfull approach to adventure leadership.

Both authors view place-based teaching as an essential leadership and believe that experiential educators can benefit from guidance in this area. They faith to stimulate an ongoing discussion of placebased education in the form of more JEE articles and workshops at regional and national talks Read on to delve deeper into a stimulating and critical area of education based upon contextual learning opportunities in nature and culture

Copyright Association for Experiential Education 2005

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